Wilson EDUC 353 Name: Michelle Joyce Target Grade Level: 1st grade Date: November 8th, 2013

Curriculum Topic: Mathematics

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals:

Operations and Algebraic Thinking 1.OA Work with addition and subtraction equations. 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. (New York State Common Core Standards)
Understandings: Students will understand .. Essential Question(s):

The importance of the equal sign in an equivalent expression Equivalent Expressions involving addition equations. Equivalent expressions need to be equal for it to be true and if it is not equal, it is false. Equivalent numbers are on the left and right side of the equal sign to prove the equivalent expression is true.

What is an equal sign and what does it represent? What is an equivalent expression? What are equivalent numbers? Which of the equivalent expressions are, true or false? How do you know the equivalent expression is true or false?

Students will know.

Students will be able to..

Vocabulary Terms (Learning or should know):

Identify an equal sign and

o Equal: Exactly the same amount or number o Equivalent expression: expressions that have the same value but are presented in different format using the properties of numbers. o Equivalent Numbers: the same value or number o Equal Sign: symbol ( = ). Shows that, what is on the left of the sign is equal in value or amount to what is on the right of the sign. o True: real; correct o False: not real; incorrect o Sum: The whole amount of quantity of numbers o Solve: to find the answer Equivalent Expressions have an equal sign to represent if it is equal.

equivalent numbers. Determine whether an equation is an equivalent expression or not. Compare equivalent expressions using the equal sign and equivalent numbers. Explain and write about how they solved if an equivalent expression is true or false.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:

The importance of this lesson is for students to understand the meaning of the equal sign in equivalent expressions with addition. Students will have to determine if an equivalent expression is equal, using the words, true or false to explain their reasoning. After the teacher is finished with explaining what is an equivalent expression and equal sign, the teacher will assign partners to the students. Students will be asked to work with partners to complete a chart using index cards with addition and subtraction equivalent expressions on it. Some of these equivalent

o Two templates to explain their true and false charts.

expressions on the index cards will be true or false. On the chart it will be divided into true and false sections. They will have to determine whether the equivalent expression is true or false. Once they have decided their answer, they will glue the index card to the chart in the section where they think it belongs. They will eventually glue all of the index cards onto the chart and when they are finished they can color and design their chart. Once they are finished, the teacher will collect their charts to correct. The students should have placed the equivalent expressions into the right section depending whether it was true or false. The students will receive their chart back and be asked to fill out two templates on small sheets of paper asking why the equivalent expressions they chose are true or false. There will be two templates for each pair of students to answer. (See attached rubric for more details on evaluation for the assessment).

Stage 3: Learning Plan

Learning Activities:

Set Induction: This is a lesson based on a unit for Working with Addition and Subtraction Equations. The teacher will explain to the students that they will begin to learn about the importance of an equal sign and what it represents in an equivalent expression. (The students should know what an equal sign is). The teacher will present to the students what an equal sign looks like and display it on the smart board. The teacher will ask the students, Where do we usually see an equal sign? The students might respond saying in equations, on a keyboard etc. The teacher will move on to the next slide of the presentation, which will show to the students three words on the smart board: Equal sign, Equivalent expression, and equivalent numbers. The teacher will tell the students, Lets look over our vocabulary terms before we begin the lesson. We need to

know these terms for our activity today. The teacher will define what equal is to the rest of the class. o Equal: Exactly the same amount or number The teacher will say, The first word to be defined is equal sign, which already has the word equal in it. o The definition and picture of an equal sign will be displayed on the smart board. o The teacher will ask a student to read out loud the definition. o The teacher needs to point out what the equal sign looks like. The teacher will also say, The equal sign represents what numbers are equal to one another on the left and right side of it. The second word to be defined will be: equivalent expressions. o The teacher will use the smart board to display the definition along with the example in the presentation. o The teacher will ask a student to read out loud the definition. o The teacher will point out the equal sign in the example to the students. The third word to be defined is: equivalent numbers. o The teacher will use the smart board to display the definition along with the example. o The teacher will ask a student to read out loud the definition. o The teacher will also point out the equal sign in the example to the students. The teacher will ask the students, Raise your hand if you want to review the definitions again? or Raise your hand if you do not understand a definition?(Review the definitions if a student raises their hand.) The teacher will then review asking the students if they know what the words true and false mean. The teacher will tell the students the definitions, if necessary.

Procedure: The teacher will explain to the students, We will now begin to solve equivalent expressions using the equal sign. The teacher will display the first equivalent expression on the smart board. The teacher will complete the equivalent expression 7+1=9+0. The teacher will show how to see if an equivalent expression is true. o The teacher will add the numbers 7 and 1. Then write it on the board. o The teacher will add the numbers 9 and 0. Then write it on the board. o The teacher will ask the students if the numbers, 8 and 9 are equivalent numbers. o The students should answer with false. o The teacher should correct the students that say true. o The teacher will respond, This equivalent expression is false because the numbers on the right and left side of the equal side are not equivalent numbers. The teacher will display the second equivalent expression on the smart board. The teacher will complete the equivalent expression with the students help. The equivalent expression is 6+3=8+1. o The teacher will ask the students what is 6 together with 3. The answer is 9. o The teacher will ask the students what is 8 together with 1. The answer is 9. o The teacher will ask the students if 9 and 9 are equivalent numbers. The answer is Yes. o The teacher will conclude, This equivalent expression is true because the numbers on the right and left side of the equal sign are equivalent numbers. The teacher will display the third equivalent expression on the smart board. The teacher will complete the equivalent expression with the students help. The equivalent expression is 5+3=4+2

o The teacher will ask the students what is 5 together with 3. The answer is 8. o The teacher will ask the students what is 4 together with 2. The answer is 6. o The teacher will ask the students if 8 and 6 are equivalent numbers. The answer is no. o The teacher will conclude. This equivalent expression is false because the numbers on the right and let side of the equal sign are not equivalent numbers. The teacher will do a fourth problem on the smart board asking, Do you think that this equivalent expression is true or false and explain why. The question is: 5+1=4+2 o The teacher will let the students solve the problem and then wait until the students raise their hands to answer. o The teacher will call on one student to answer. o The teacher should make sure that the student explains using vocabulary terms. If not the teacher needs to correct. o The teacher will ask the rest of the class if they agree with the students answer. The students will either agree or disagree depending if the student is correct. o The teacher will conclude why the equivalent expression is true. The sum of 5 and 1 is 6 and the sum of 4 and 2 is 6. 6 and 6 are equivalent numbers, which makes the equivalent expression true. The teacher will do a fourth problem on the smart board if the students are struggling with the questions. After the smart board lesson, the teacher will then explain to the students the assessment for the lesson. The students will be directed to sit on the carpet. The teacher will assign partners for each student then hand out the true and false charts that have the directions on it. o Each group of partners receives one true and false chart.

The teacher will hand out the index cards, with the equivalent expression on it, to each group. The teacher will read the directions out loud as the students read along and listen. The directions ask for the students to match the equivalent expressions on the index cards into the correct column on the chart: true or false. The teacher will do an example for the students before they start the assessment. o The teacher will glue an index card onto the chart in the correct place and then write on the template using the vocabulary terms. The teacher will direct the students to get a glue stick and colored pencils, then to sit anywhere in the classroom to work on the assessment. The teacher will leave the example on the board as a reference for the students to go back to. The teacher will also leave the definitions of the vocabulary on the smart board. The teacher will walk around the classroom to make sure that the students are following the directions correctly. The teacher will ask students questions like: why they think that one of the equivalent expressions is true or false. The teacher will direct the groups with questions and placing the index cards in the correct column. The teacher will announce to the class that once they are finished with the index cards, to hand it in for the teacher to correct. Once the students are finished they will hand in their chart to the teacher and the teacher will correct it. o If the chart is correct, the students will receive the two template sheets to write their true and false explanations. o If the chart is incorrect, the students will be directed to work on the chart and the teacher will help them on what they did wrong.

The students will fill out the two templates and hand it in to the teacher to staple onto their chart. o The teacher should make sure that when the students are writing that they use the vocabulary terms from the lesson. Once the students are finished, they will be able to color in their chart. At the end of the class, the students will be able to present their charts, but explain their true and false explanations to the class. The teacher will close the lesson with, We will continue using the equal sign throughout the unit, but it is important to know that the equal sign is necessary to represent and prove that equivalent expressions are true for it to be equal.

Differentiation: Students with Gifts and Talents- These students will be asked to write extra sentences to their writing templates. These students will be assigned to a partner that is an average student or a student with difficulties. The gifted students can help the other students during the assessment. Students with Learning Disabilities- Students should be paired up with a partner who is gifted and talented or an average student. They will be given extra time to finish the assignment, if necessary. The teacher should advise the student and ask them questions during the assessment. ESL- The writing template can be given in their language on what it is asking to write about. The vocabulary term definitions can be given separately on a sheet of paper in their language. IEPs- All IEPs are accepted for this lesson. Multiple Intelligences Visual learners will have the charts and index cards during the assessment. The definitions and examples for the

vocabulary will be displayed on the smart board. Bodily- Kinesthetic learners will sit on the carpet or at desks anywhere around the room with their partner. Verbal listeners will listen to the definitions read out loud during the lesson. The students will be able to have a discussion with their partner about whether an equivalent expression is true or false. Interpersonal learners will be able to work with a partner. Intrapersonal learners will be able to reflect on how they solved the problem and if they solved it differently.

Follow up Activity/ Assignment: The teacher will hand out index cards at the end of the lesson for the students to bring home and complete for homework. These index cards have equivalent expressions on them. Students will also be given directions on what to do with the index cards for homework. Directions: On the back of the index card with the equivalent expression, the student will be asked to write true or false on the back of it, depending if the equivalent expression is right or wrong. The students will bring the index cards back in the next day for the teacher to correct. The students can use these index cards to practice and study their equivalent expressions for their next test on the equal sign.

Resources
Itemized Attachments:

Teacher materials: o True or False Charts (Attached) o Writing templates (Attached) o Index Cards with Equivalent Expressions o Smart board o Presentation for Smart Board

Student Materials: o Pencil o Glue o Colored Pencils or markers Resources:

New York State Common Core Standards P-12 Mathematics (2012). http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/n ysp12cclsmath.pdf

Names: _____________________________________________________________
Equivalent Expressions: True or False Chart Directions: Glue the index cards with the equivalent expressions to correct place on the chart.

Is the equivalent expression: true or false?

True

False

Rubric for Assessment:

Category Accuracy

Proficiency
The student was able to complete the assessment accurately. The student has a complete understanding of the equal sign and equivalent expressions. The student was able to write a clear description using vocabulary terms. The template was followed correctly.

Satisfactory
The student was able to complete the activity with a few mistakes. The student has somewhat of an understanding of the equal sign and equivalent expressions. The student was able to write a description that did not use vocabulary terms. The template was somewhat followed.

Unsatisfactory
The student did not complete the assessment or hand in their assessment. The student did not show an understanding of the equal sign and/or equivalent expressions. The student did not write a description or did not follow the template, in which the writing was off topic. There were no vocabulary terms.

Explanation

Writing Templates: (need to be cut out to put on chart)

We think these equivalent expressions are true because

______________________________________________ ______________________________________________

We think these equivalent expressions are false because

______________________________________________ ______________________________________________